TABLE OF CONTENTS

IMPRINT 1I. THE CHARACTERIZATION OF THE HANDBALL GAME 2II. THE DEVELOPMENT OF HANDBALL IN THE WORLD 2III. METHODICAL INTRODUCTION 3

The Rules of Teaching 31. The Rule of Visual Teaching 32. The Rule of Regularity 43. The Rule of Awareness and to Be Active in Learning 44. The Rule of Step by Step Teaching 45. The Rule of Versatility 46. The Rule of Fixation 4

The Methods of Teaching 41. Analytic Method 42. Synthetic Method 43. Complex Method 4

The Forms of Teaching 41. The Form of Games and Pre-Games 42. The Strict Form 43. The Form of the Fragments of a Game 54. The Form of a Game: Simple,Educational and Basic 5

The Stages of Teaching a New Element 51. The Stage of Generalization 52. The Stage of Concentration 53. The Stageof Automation 5

The Rules for Teaching Beginners 5A Physical Education Lesson 5A Lesson Draft 6

IV. TECHNIQUE 6General Remarks 6Catching the Ball 7

1. General Remarks 72. Various Catching Methods 7

Passing 71. General Remarks 72.Types of Passing 7

Teaching of Catching and Passing 81. General Remarks 8

Shooting 81. Shot in Place 92. Leaning Back Shot 93. Vertical Jump Shot 104. Stride Jump Shot 105. Shots While Falling 10

Teaching of Shots 12Dribbling 13Teaching of Dribbling 13Feints 13

1. Body Feints 132. Ball Feints 133. Performance of Feints 14

Teaching Feints 16A Player’s Movement in Offence and Defence 16

1. Individual Defence Elements 162. Individual Defence Technical Elements 173. Stealing the Ball 174. Screening the Opponent without a Ball 175. Screening with a Ball 17

Teaching of Individual Defence 18Goalkeeper 19

1. General Remarks 192. The Goalkeeper’s Play 193. Physical Conditioning 224. The Game Tactics 23

Teaching of the Goalkeeper’s Game 25

1. Posture and Footwork 252. Defending with Legs and Hands 253. Passing to Initiate Fast Attack 274. Speed of Reaction 27

V. TACTICAL MEANS 28Individual Tactical Methods 28

1. Always to Be Held True 292. For the Players in Attack 293. For the Players in Defence 294. For the Goalkeepers 305. In Conclusion for All 30

Group and Team Tactical Methods 301. Bases of Cooperation in Attack and Defence 302. Transition to Attack 313. Transition to Defence 324. Attacking Systems 335. Defensive Systems 346. An Example of the Pratice of a Playing System 357. Involvement of Chosen Shooting Combinatons 408. Concluding Notes 44

Imprint

Editor and Responsible for the Contents:Janusz Czerwinski / EHF Methods CommissionFrantisek Taborsky / EHF Competitions Commission

Publication:European Handball FederationGutheil-Schoder-Gasse9A-1100 Vienna / AUSTRIATel.: + 43 - 1 - 66 106 / 65 51Fax: + 43 - 1 - 66 106 - 65 59

Co-ordination:Helmut Höritsch

Language Revision:Helmut Höritsch

Layout:Karin Gsöllpointner

Place of Publication:Gutheil-Schoder-Gasse 91100 Vienna / AUSTRIA

Printed by:AVIS-WerbungPragerstr. 62000 Stockerau / AUSTRIA

Date of Publication:September 1997

1. THE CHARACTERIZATION OFTHE HANDBALL GAME

Handball is a sport from the category known as sport games, and is becoming moreand more popular in the world. A relatively rapid learning of this game, based onnatural human motion, has allowed it to be popularized quickly. The development ofthe game is also influenced by its attractiveness based in variable action and directconflict with an opponent.Such conflict calls for a good physical preparation of a player. The competitorsplaying handball have a neat stature because all the body’s muscles are used in agame. Permanent motion where all the joints of upper and lower limbs work,develops and improves their range of motion.Intense and permanent physical activity generates changes in the central nervoussystem and in the muscles as well as in organs such as the heart, lungs, liver andkidneys.The handball game is not only influenced by physical fitness. As any physical activityit is performed and generated by thinking. A player has to - in strenuous action -rapidly see, retain, estimate, conclude and act relevantly.Two teams attempt to gain victory which is the object of the game. The players mustfollow all the fair play rules and sports regulations issued in order to keep the gamesportsmanlike.Handball is a team game, so it plays an important role in education. Players learn tocooperate with each other. A game must be tough but in accordance with the fair playrules, team work and a sportsmanlike conduct. All these positive aspects and formsof conduct result - as time goes - in socially acceptable behaviour in everyday life.This is the vital, educational aspect of playing handball.

2. THE DEVELOPMENT OF HANDBALLIN THE WORLD

The Danish encyclopedia “Athena Lexicon” says, that at the turn of the 19th centuryhandball was popularized at the Oldrup Gymnastics School. In 1898, the teacherHolger Nielsen introduced a running game with two goals in which 14 persons,divided into two teams, took part. The game in which a ball was passed with theplayers’ hands was called handball. The first game rules were issued in 1906 at theOldrup School published by “Wejdlendling Handball”.The Germans also claim to have developed the game. Klaudina, the author of a book“Das Handball Spiel”, published in 1941 in Leipzig, claims that handball derives froma game called “Konigsbergerball”, which was then renamed “Torball” - which meansgoal ball.Records on handball development in Germany is dated from the period after 1915. In1917 Max Heiner, a teacher from Berlin began developing handball as a sport forwomen. Another important year is 1919. Famed propagator of handball, KarlSchelenz, a teacher of physical education at the German Academy of PhysicalEducation, was also popularizing the game. Some changes in rules had beenintroduced. The dimensions of the playing field were increased to 80 x 40 m, thegoal line moved to 8 m, and the goal dimensions were changed to 5 m in width and

2,10 in height. Those rules embraced playing with a ball and the body, which greatlyinfluenced the technical development of handball.In 1920 handball was introduced into school programmes. Handball, however, didn’thave a separate federation in Germany.It was not until 1934 that Fachmat furHandball was established. Owing to the extensive activity of that organizationhandball spread all over Germany.Czechoslovakia is the third country which claims to have created handball. In a bookentitled “Metodej Zajec - Dejiny Hazeny”, published in 1948, the author says thatCzechoslovakia is the homeland of handball, which originated from hazena (“hazet”means to throw). A founder of hazena, which was introduced in that country in 1906,was a teacher of physical education in Prague, named A.Kristd. He wanted boys toturn their interest from soccer, which he recognized to be a dangerous game, tohazena for which he developed rules.International handball began in 1928. In that year the first organization the IAHF(International Amateur Handball Federation) Congress held its meeting. The followingcountries organized the Federation: Germany, Czechoslovakia, Holland, Belgium,Austria, USA, France, Ireland, Denmark and Canada.After the 2nd World War in 1946. The representatives of the 15 countries created anew Federation, called IHF. The dynamic progress of handball in the world hadbegun. Nowadays it is played in more than 130 countries. In 1991 the EuropeanHandball Federation - EHF was founded with its base in Vienna. The Federation isresponsible for development of handball in Europe.

3. METHODICAL INTRODUCTION

Physical education teachers and instructors are expected to have great experience intheir work with children. It would be desirable to have trainers with extensiveexperience in teaching. A teacher at school must deal with the problem of how toteach children the basic technical and tactical elements of the game. To teach -means to conduct regular training which should result in learning a particular subject.Teaching is the method chosen by a teacher of using various measures to achievethe objective:

The Rules of Teaching Methods of Teaching The Forms of Teaching Steps or Stages in Teaching a New Element The Rules for Teaching Beginners

THE RULES OF TEACHING

The standards of a sensible, didactic process in a course of teaching are called rules.The basic rules are as below:

1. The Rule of Visual Teaching2. The Rule of Regularity3. The Rules of Awareness and to Be Active in Learning4. The Rule of Step By Step Teaching5. The Rule of Versatility

6. The Rule of Fixation

1. The Rule of Visual Teaching...is mainly accomplished by the demonstration of a particular move and by arousingan interest in it which will encourage the pupil to perform the demonstrated exercises.

2. The Rule of Regularity...means a permanent and correct repetition of the basic technical and tacticalelements. A new exercise should relate to the previous one and will be a preparationfor the more complex elements.

3. The Rules of Awareness and To Be Active in Learning...are closely interacted and they have a vital impact on the results in training. Eachplayer should know and understand the meaning of the performed exercise and itsimplementation in a game.

4. The Rule of Step by Step Teaching...demands a variety of exercises from a teacher/coach. One must remember that thematerial to be taught must be suited to the level of the players.In teaching youths we have to keep in mind the following rules:

m developing a simple element into a complex onem developing an easy element into a difficult onem developing the known elements into the new ones.

5. The Rule of Versatility- a teacher must prepare the youths for performing various tasks. This refers to thefitness preparation as well as the technical and tactical performance.

6.The Rule of Fixation...is dependent on a permanent repetition of the technical and tactical elements.Continuing the repetition we can produce the required behaviour which is essential ina game. A lesson includes the rules, methods and forms of teaching.

THE METHODS OF TEACHING

The methods show us how to act in order to achieve the required task. There aresome methods used in the process of moulding behaviour.

1. Analytic MethodThe analytic method is a method of dividing the movement to be taught into particularelements. Having learnt these elements they are then incorporated into the wholeexercise. The method is useful in teaching the difficult elements of movements inregard to the techniques and tactics of a game.

2. Synthetic MethodThe synthetic method is the most natural form of teaching in where we teach thewhole move.

3. Complex MethodThe complex method is one which embraces the previous two methods. Part of theelement is taught using the analytic method.

THE FORMS OF TEACHINGwhich can be used in a lesson. The basic forms are as follows:

1. The form of Games and Pre-GamesDifferent forms of games and pre-games are mainly used at the early stages ofteaching.

2. The Strict FormThe strict form is an essential form in teaching sport games. A teacher, using thisform, chooses trainees, the directions of passing the ball and changing of thepositions. Exercises are provided without an opposing team which is an importantfeature of this form.

3. The Form of the Fragments of a GameAll exercises involving opponents are practised in fragments of a game. This form isused when teaching techniques as well as tactics.

4. The Form of a Game: Simple, Educational and BasicA simple game is used for beginners. In this type of game only those rules are beingfollowed which are connected with previously taught technical elements. This resultsin a smooth flow of the game and the youths can enjoy the scores.During an educational game we perform the technical or tactical elements whichhave already been taught. Certain rules which must be abided by during the gameare established by the teacher or coach. The basic form of the game is playedaccording to the rules. It is a test in which one can verify to what extent thetechniques and tactical elements have been learnt.

THE STAGES OF TEACHING A NEW ELEMENT

When teaching a new element a teacher should follow a certain order. This can bedivided into three stages:

1. The Stage of GeneralizationDemonstration and verbal explanation are used during the stage of generalization.We emphasize on the most important features of the particular exercise and mistakeswhich might arise during performance. The central nervous system is beingstimulated by verbal as well as visual factors.

2.The Stage of ConcentrationDuring the stage of a concentration a particular element is performed and theteacher eliminates the errors. The central nervous system is being affected just bystimuli vital for the taught element.

3. The Stage of AutomationIn the stage of automation the taught elements are being implemented.At the beginning of this stage the form of fragments of the game are introduced.

THE RULES FOR TEACHING BEGINNERS

The basic rule for working with children is not just to transform the training techniquesused with adults. We must also remember that...

µ lessons and a game have to be shorter than in advanced groupsµ effort has to be adjusted to the level of a groupµ various exercises should be usedµ equipment should be appropriate for the physical condition

of a particular groupµ at least 1/3 of the exercises should be in the form

of games and pre-gamesµ a group must be under permanent medical control.

A PHYSICAL EDUCATION LESSON

The teaching programme is implemented in the form of a lesson. Each lesson lasts45 or 90 minutes and consists of three parts:

1. Introduction2. Main part3. Conclusion

The subject of the lesson is arranged according to a plan which is called a lessonschedule. Correctly arranged lessons should provide a complete fulfilment of thedidactic subjects.

They are as follows:

µ teaching of new elements/exercisesµ improving known elements/exercisesµ control and assessment

A LESSON DRAFT

The schedule is a framework for introducing relevant exercises. A prepared set ofexercises is called a lesson draft. Any training session ought to be based on a lessondraft. The lesson draft is presented below in its standard form:

4. TECHNIQUE

GENERAL REMARKS

Technique is the basis of any team sport. The technique is a skill which is necessaryto perform a game. The technique is conditioned by motoric abilities of players andthe frequency of exercise repetitions. The exercise repetitions should provide fastand almost automatically performed activities. If the players have good technique,they will pay more attention to team work and properly perfomed tactical tasks duringthe game.A player is considered to be capable of playing handball if he can:

µ run fast and on purposeµ change his direction of movementµ catch and pass a ball in any directions regardless of the speed he is

running atµ shoot from any situationµ free himself from an opponentµ move on the court with a ballµ co-operate with other players

Considering activities which are performed on the court,handball technique is divided into:

catching the ball passing shooting

dribbling feint movements offensive and defensive movement goalkeeper’s technique

CATCHING THE BALL

1. General RemarksCatching the ball is an essential technical element in handball. Accurate catching isvery important and ensures a fast, smooth and efficient game. Catching the ball withtwo hands is the best method. In some situations one can use one hand with the helpof the other hand before passing or shooting. So-called “putting down” a ball is rarelyused.The “softness” of catching the ball is another feature of catching. Fingers must berelaxed and properly placed on the ball providing shock absorption during impact.An additional element, which is important while catching, is the speed of movementand the proper positioning of a player in regard to the path of a ball. There aresome positions:

µ frontal position, rarely used in the gameµ sidewards, quite often used in the gameµ backwards almost facing the path of the ball

- the most frequently used position in fast attack

Emphasis should be placed on teaching the last two positions.

2. Various Catching MethodsIn handball there are the following methods of catching the ball:

µ upperµ half-upperµ lowerµ in midairµ after bounceµ from the groundµ with the help of the other handµ ”putting down” a ball

PASSING1. General RemarksThis is one of the basic, technical elements. A pass must be accurate, fast andtactically useful. Accurate, so that a player has no problems when catching the ball. A

Fig. 1 Position of hands while catching a ball

decision to whom a pass should be directed depends on the player’s position in aparticular situation. A pass should be directed to that player, whose position maymenace the opponent.

2. Types of PassingDepending on the particular situation we pass:

µ standingµ while runningµ with jump (preliminary stride)µ with vertical jump

In regard to performance we divide passing into:

λ one hand pass λ both hand pass+ upper + upper+ half-upper + half-upper+ near hip + lower+ lower in particular situations

TEACHING OF CATCHING AND PASSING1. General RemarksBoth elements are taught together. We start with the one hand half-upper catch andpass, then we teach the other more complicated movements. Thus at the beginningwe teach the easy elements that are often used in game. Both right and left handcatching and passing must be practiced. When teaching how to catch the ball, wemust remember that players...

µ should keep their eyes on the ball until they have caught it.µ must spread their fingers, inner palms to the ball, and slightly bend

their elbows.µ while catching the player must assume a posture required to pass.µ should always move to the ball, without waiting.µ should not correct the catch.

Teaching how to pass we remember...

µ to pass with the right and left hand.µ that passing should be as simple as possible, without additional moves.µ that the ball must be passed in front of a player, taking into account the

player’s speed.µ that the pass should be performed while running.µ to practise short and long passing, taking into account the particular

situation on the playing field.

Teaching the said elements, we often find the following mistakes...

µ while catching:

+ wrongly+ lack of shock absorption+ overleaping forward+ wrong position of hands

µ while passing :+ passing behind, instead of in front of a player+ passing too hard+ lob passing+ swinging a passing arm too wide

When teaching the catch and pass elements we should begin with the easiest formsand then go into more complex ones. Basic forms of teaching ought to beimplemented...

µ in the form of games andpre-games.

µ in the strict form.µ in the form of fragments of a game.µ playing the game.

SHOOTING

Shots are one of the most important elements of handball. They are vital elementsthat decide the scores. While shooting the muscles of the lower and upper limbs,pelvic region and trunk are extremely engaged.One can assume that shooting is performed similarly to passing, but with a strongeraction of the trunk and upper limbs. The shot power is conditioned by the distanceand hand action time on a ball. The greater the distance that the hand on the ballcovers in the time unit the stronger the shot will be (a ball reaches a higher velocity)performed.The names of shots have been derived from the way the players move on the courtand the position of his/her body to the ground. In handball there are the followingshots:

1. Shot in Place (Fig. 2)2. Leaning Back Shot (Fig. 3)3. Vertical Jump Shot (Fig. 4+5)4. Stride /Jump Shot (Fig. 6)5. Shot While Falling6. Situational Shots (in particular situations)

1. Shot in Place

Fig. 2 Shot in Place

2. Leaning Back Shot

Fig. 3 Leaning Back Shot

3. Vertical Jump Shot (Fig.4+5)The analysis of a vertical jump shot from the bio-mechanics point of view, allows usto say that...

µ for a jump shot (long jump) the best take-off angle is 450 so that a player covers the greatest distance.

µ for a vertical jump shot the best take-off angle is 900, a player can then jump the highest.

µ the quality of a jump always depends on its initial velocity.

Fig. 4 Vertical Jump Shot

Fig. 5 Vertical Jump Shot

4. Stride Jump Shot (Fig. 6)This shot is mainly used by the offence players during a group tactical attack. Theperformance of this shot is preceded by a cross-legged jump or a jump towards thegoal. Correct performance of the shot, and particularly the position of the trunk andproper co-ordination of arms and legs make it the one of the strongest.

Fig. 6 Stride Jump Shot

5. Shots While Falling (Fig.7+8)These are used during a game and while performing penalty shots. During a game(competitions, training sessions) the shots are mainly performed by the pivot andwing players. A pivot player performs the shot facing backwards, forwards, right orleft sideways the goal.

λ Forward Position (Fig.7)A player is on one foot or both. Leaning his/her trunk forwards before falling isperformed without bending the hips. Up to the moment of losing balance, the ballbeing held in both hands, he/she brings it sideways at the level of the head orshoulder, twisting his/her trunk at the same time. Then the ball is carried with onehand, the other directed forwards is ready to absorb the impact while falling. Thethrow , which is the final backward move of the hand, should be executed at the verymoment, when the player’s body is at an angle of 40 0 to the ground. Simultaneous,fast, straight move of knee joints provides extra ball velocity.

Fig. 7 Shot While Falling - Forward Position

λ Backward PositionIn this case, where there is only one defender near a pivot player, the method ofattack depends on the position of the defender. If he is on the right, the pivot playerperforms a half-turn to the left making the shot while falling (Fig. 8).If the defender is on the left, one should perform a half-turn around the right shoulder.The shot can then be performed using the following technique - a player takes-offfrom his right leg and throws the ball using the right hand, or he takes a step onto theleft leg and shoots towards the goal.The most difficult form of the above throw is to combine it with a vertical jump shot.The throw is quite often performed by the players playing in the pivot or wing position.From the position of a pivot player the jump shot while falling can be executedforwards to or sideways from the goal.

TEACHING OF SHOTS

Shots involve more difficult and complex techniques as compared to passing andcatching the ball. Therefore we teach most shooting techniques using the analyticmethod.We teach them while moving. Their efficiency depends on the ball’s initial velocity.Thus we teach shooting moving slowly at the beginning of the learning process andgradually increasing the speed up to maximum. The direction of shot is roughlydescribed, but after many repetitions we fix particular areas of the goal for theprecision of targeting. At all times we emphasize correct performance.Practising the shots, the players must pay attention to the following features:

µ to perform a strong shot,it must be executed by the trunk,arm and wrist.

µ a shooting player should fake the opponent.

Fig. 8 Shot While Falling - Backward Position

DRIBBLING

After receiving the ball and before dribbling a player holds the ball with both hands.The ball is being dribbled sideways at hip level. Bouncing on the ground isperformed by the combined action of the elbow and wrist joints. The angle of thebounced ball depends on the speed that the player is moving at. The faster the runthe more the angle becomes obtuse. If an opponent comes closer, a player mustlower his position as well as the dribbling, protecting the ball from being taken by theopponent (Fig. 9, 10).

Fig. 9 With an opponent Fig. 10 Without an opponent

FEINTS

It is a technical element which enables an attack player to free himself from adefender in order to:

µ get a better position for shootingµ passµ run into the space for receiving the ball

A feint consists of one or several movements which are similar to running, passing orshooting, followed by the performance of the real action. Based on actions performedby players, they are generally divided into:

1. Body FeintsBody feints are performed mainly by using the trunk and legs. While feinting, a playermay or may not have the ball, thus they are devided into:

λ Body feints with a ball:Body feints with a ball are used to:

µ pass by the opponent, attracting another defender, then to pass the ball to aplayer who as a result of that action is better placed to make a shot

µ free the throwing hand from the opponent

λ Body feints without a ball

The said feints are used to free the player from the opponent and to get a betterposition for receiving or passing the ball. The feints are performed by attack playerswho are facing or have their backs to the defenders.

2. Ball FeintsAn offence player distracts the defender by performing a body feint in combinationwith either feinting a shot a pass. Regarding these actions we divide ball feints into:

λ Feinting a shotFeinting a shot is to provoke a defenderto react in such a way as to enable the attack player to implement one of thefollowing actions:

µ passing by the opponent and performing a shotµ feinting a shot - initial movement by indicating a shot and then performing the

shot in another way

λ Feinting a passFeinting a pass is used to deceive an opponent so that one of the actions below canbe carried out:

µ passing by the opponent and performing a shotµ passing by the opponent and passing the ball to a fellow playerµ passing the ball to a fellow player

The first action can be used in group tactical attack, the other two actions during fastattack.

3. Performance of FeintsRegarding the performance of both body and ball feints we distinguish between:

λ Single Forward Performanceλ Double Forward Performanceλ Single Backward Performanceλ Double Backward Performance

λ Single Forward PerformanceThis performance is especially used by the pivot and wing players. There are somevariations, but all the feints are performed to the left and passing by an opponent tothe right and vice-versa. A player feinting to the left takes a small step to the left front, placing at the same time the body weight onto his left foot (a ball close to the body).Then he pushes his left foot against the ground and crosses it with his right, passingby the opponent. He then takes off from his left foot and performs a jump shot ordribbles and then shoots. If the opposing team uses the zone defence, the feint iswidely used by pivot players, and then by wing players. All the players can use itwhile screening each other.

λ Double Forward PerformanceThis performance is similar to the single one, but the feinting player fakes twice, e.g.right, left and then runs away to the right. In executing this feint both feet are on the

ground, only the body weight is shifted from one foot to the other as well as bendingthe trunk.

λ Single Backward PerformanceThis action is performed by a player who has the ball, with his back towards theopponent. He imitates a move to the right with his right foot combining this with abody bend turn action. Then he performs a half-turn to the left and, depending onsituation, takes off from the left foot executing a jump shot or he passes with abounce. This feint is widely performed by pivot players and while screening eachother all players are with their backs to the opponents. In such situation an attackplayer with the ball, being far away from the goal, bounces feinting and then finishesthe action by shooting or - if attacked by a defender - passes the ball.

λ Double Backward PerformancePerformed similarly as a single backward pass, but a feinting movement is performedtwice (e.g. right, left and passing by to the right).

λ Both Feet Jump FeintA player (usually a pivot player) performs a jump onto both feet keeping them on thesame line. The distance between the feet is wider than the hips width. The bodyposition is lowered by bending the knees and leaning forwards (Fig. 11)

If passing by is performed to the right, so the attacker jumps onto both feetsimultaneously or first the right then the left foot, and leaning the body to the left.Then he pushes the left foot against the ground and runs away to the right,performing a shot towards the goal. Running away to the right, a player makes two orthree steps being sure he has his back towards the defender while passing him by(Fig.12).The said form of performing the first stage of the feint allows a player to run in theopposite direction. He runs moving his hand behind a defender, making a stepforward with his right foot, then he takes a step with his left foot, takes off andexecutes the shot (Fig.13).

Fig. 11 Fig. 12

Fig. 13

TEACHING OF FEINTS

In handball training feints are often neglected. A player who begins learning feintsshould already have a certain flexibility, which is developed by means of variousexercises (with and without a fellow player or using equipment). Holding a ball in onehand is a very important skill, which is useful in learning feints. Players who cannotget a one handed hold of the ball have limited possibilities in learning feints. It is veryimportant that a feint is followed by a movement resulting from a defender‘ s wrongreaction, e.g. passing by a defender and shooting or passing to a fellow player, whois in a better position to shoot. A feint without taking advantage of a wrong reactionis useless and often hampers offensive action.Most frequently committed mistakes: performing a fake too far from a defender(about 1m, it is the proper distance), shifting the body balance (the centre of gravity)too far (the first step made wider than should have been, it hampers and often makesit impossible to perform a proper action), holding the ball far from the player‘s bodybut close to the defender, a feint too slow.Auxiliary exercises, games and pre-games used in teaching feints should include arepertoire of many movements involving leaning the trunk and dodging etc. Themajority of feints, despite their complex movements, can be taught by the syntheticmethod.

A PLAYER‘S MOVEMENT IN OFFENCE AND DEFENCE

The ways of moving in an attack formation. A player moves in attack in order to...

µ gain space.µ free him/herself from an opponent.µ gain a better position for performing an offensive action.µ create for a fellow player a better position for performing an

offensive action.

To achieve these goals a player can use various methods of moving on the court.Depending on the particular situation, there are some basic ways of moving:

µ runningµ startingµ running and changing the rhythmµ running and changing the direction of runningµ stoppingµ pivot in place and while runningµ jumps

Regarding the position of players in group tactical attack we call them: centreplayers, wing players and pivot players. Each player in his particular position shouldlearn various ways of moving, which are essential for his/her particular position.

1. Individual Defence ElementsAt the end of the sixties the teaching of the defence formation game wasemphasized. It was noticed that much could be done in that regard.In modern handball a player must possess a high level of motoric skills, tacticalthinking, fast reaction, anticipation of certain situations and counteraction to theopponent’s intention.

2. Individual Defence Technical Elements

µ postureµ drawing stepµ jump-in, jump-offµ run-upµ running backwardsµ stopping and changing the direction of runningµ reaction to feintsµ interception of the ballµ blocking the ballµ stealing the ball

3. Stealing the BallThis element can be performed while dribbling and during a shot. The stealingmovement should be performed while the opponent bounces the ball against theground. The stealing hand must get the ball in midair. The stealing player gets theball or it goes out.

4. Screening the opponent without a ballA defender should start the action by studying the opponent. If the defender alreadyknows his opponent’s skill and style of playing, he can then screen successfully.Otherwise he must learn this during the first minutes of a game and then must createan individual tactical plan. This is very important while screening in a defenceformation as well as in combined defence. If the team performs zones defence,screening a player without the ball is performed by hindering him/her from running

into the middle of a zone. Hindering consists of blocking the path of the oppositeteam player.Stopping or delaying an offensive player from moving into his/her position are used tointerrupt the opposing team’s action.When screening the opponent without a ball, the defenders, regardless of thedefence formation, perform two tasks:

1. They perform the so-called “screening at the ball”, thus they hinder the opponentsfrom catching the ball2. They make it impossible for the opponents to perform screening.

5. Screening with the ballIt is a very important task, because the player with the ball is more dangerous. Whenthe attack player is dribbling towards the goal, the defender should positionhim/herself so as to force the offense player to the side line of the court.A defender takes up a position in relation to the dribbling player (centre right or rightwing) so that he/she hinders his/her way to the middle with his/her right shoulder.Running beside the dribbling player, the defender takes a position from inside thecourt, forcing the dribbler more and more to the corner.We will also describe the position of a defender, when an attack player is in front ofthe goal.A centre player should be screened close to his shooting hand. If a feint is performedto the right and passed by to the left, a defender will be close to the shooting handand an offence run away is not a threat. If a feint is performed to the left, the attackwill be screened from that side (Fig. 14).

Fig. 14

A defender should jump towards the attacker, so that both players’ shoulders areparallel to each other. This is in accordance to the said defensive action (an attacktowards shooting hand) and is particularly useful to the left handed left centre player(right hand shooting - left foot advanced and vice-versa)(Fig. 15).It is very important for defenders to cooperate with the goalkeeper while screening. Inthis case the “short corner” must be safe. A ball thrown towards the goal should be

blocked by a defender. If shots are performed from the centre player position, thedefenders and the goalkeeper cooperate as to which side of the goal is screened.Usually, it is the corner closer to the shooting hand.Screening a pivot player in front of the goal area is one of the most difficult tasks. Thetechnical skill of the attack player influences the performance. If a player shoots half-turning to the left while falling, the defender ought to be at the left side. If thedefender has to deal with a more versatile player, he must screen him very closely,controlling his movement in order not to let him get the ball. In such a situation theother defenders are to help in screening (Fig. 16).Wings should be screened within a distance, where they cannot play efficiently.A screening player should concentrate on his/her defensive task.

Fig. 15

Fig. 16

TEACHING OF INDIVIDUAL DEFENCE

The elements of individual defence can be used in all defence formations and shouldbe emphasized in teaching. The defender’s skill is often neglected by coaches andfellow players. This often results in poor defensive playing.In fact defensive exercises are not attractive and they are more strenious thanoffensive exercises, but they must be practised in the course of training. Most frequent mistakes observed:

µ improper defence posture (usually straight knee jointsand a small distance between feet);

µ rarely performed individual defence elements such as stealing and blockingthe ball - not tough enough and slowly initiated attack against a player with theball.

While teaching individual defence in a pre-game form, we should include exercises,where the drawing step and the other forms of moving in defence formation are used.

THE GOALKEEPER

1. General RemarksA goalkeeper greatly influences the game and the final result. Playing as agoalkeeper requires a lot of physical and mental efforts. A goalkeeper must be veryfit, bold and self-controlled. His actions are not only limited to defending the goal. Thegoalkeeper also takes part in a game, when he sparks the fast attacks, co-operateswith defence and prevents the opposing team’s fast attacks.This variety of tasks call for a versatile preparation of the goalkeeper in:

µ technical,µ tactical,µ physical conditioning.

2. The Goalkeeper’s PlayThe basic element of the goalkeeper’s play are:

λ postureλ movingλ using hands (upper balls)λ using legs (lower balls)λ using trunkλ putting the ball down

λ Posture and MovingA goalkeeper’s posture should provide instant movement. The goalkeeper standswith his feet apart and his knees slightly bent. The distance between his feet isapproximately not less than 30 cm. That posture enables him to move rapidly one-footed sidewards (or obliquely front) to get a lower ball. The body weight should beplaced equally on both feet (instep) with the body slightly bent forwards, head up,eyes kept on the ball. The arms should be bent at the elbow-joints, palms at the chest

or head level, elbows sideways. This arm position allows the goalkeeper to interceptthe ball at various heights as, in that position, the hands have the shortest distance tothe ball in any direction (Fig.17).

Fig. 17

Some goalkeepers lower their arms close to the thighs. This position, however, doesnot often work, especially when the ball is being thrown from a close distance andabove the goalkeeper’s head. When the ball flies near the head, the goalkeeperdefends by swinging his hand and bending the trunk (the ball near his left ear,bending to the right, simultaneously lifting the left hand).The said posture should be performed, when the attack player is in front of or slightlysidewards to the goal. Variations of this basic posture are related to the goalkeeper’sparticular physical condition and features. They can be used if they do not affect thedefence efficiency. Among the most often committed mistakes we might find:

µ too lowered postureµ the trunk bent too far forwardsµ knee-joints and elbow-joints entirely straight

If a wing has the ball, a goalkeeper should change his/her posture. Defending a shotfrom a long distance, the goalkeeper stands close to the goal post, and lifts his/herarm close to the goal post with the other arm lifted to the chest level. The body weightis mainly shifted onto the foot close to the goal post, this allows the goalkeeper todefend the shots directed towards the “long corner” (Fig. 18).When defending the shots from a short distance, the goalkeeper lifts both his feettogether (Fig.19).When defending the goal, a goalkeeper moves in any directions and in various ways.Moving from one goal post to another, he uses the drawing step or its particularvariation-jump-to, and sometimes running (Fig.20).

Fig. 18 Fig. 19

Fig. 20

Balls which fly above the hip level are caught by the goalkepper or stopped with thetrunk. Strong and surprising shots are rebounded with one hand, as there is notenough time to catch them. He/She catches weak shots executed from a distancewith both hands. When defending with one hand or with both hands, a goalkeeperusually either lunges forward or jumps to the flying ball as he/she stretches theelbow-joint and stiffens his/her palms and fingers (Fig. 21)

Fig. 21

Balls which fly below the hip level are defended with legs and hands. The goal-keeper stops low,close flying balls with the inner part of his foot or shin, after taking astride towards the ball. To get the same balls, when directed to the goal corner, agoalkeeper performs a wide stride or splits, stretching his arm above the leg andparallel to it. The foot of the defending leg is perpendicular to the shin and with theheel supported on the ground, the trunk leans towards that leg, increasing the handrange (Fig. 22).This defending technique is either used while shooting from the front or shooting fromthe wings, but in that case a goalkeeper acts in a perpendicular direction to the goal(Fig 23).

Fig. 22 Fig. 23

When defending against a bounce shot a goalkeeper should lunge front-sideways,protecting with one hand or both hands the supposed path of the ball after it hasbounced on the ground. Hands facing obliquely to the ground. Advancing the legsidewards allows the goalkeeper to defend the ball immediately after being bouncedon the ground; delay in defending, when the ball is further from the place that it hasbounced, is more difficult, because the path of a ball after bouncing, depends onmany factors, so that direction is difficult to foresee. While defending splits oneshould not support a hand against the ground. Low balls should not be defended by aflying save, because defending with a leg takes a shorter time compared to the flyingsave. Another disadvantage of the flying save is, that it delays the initiation of the fastattack. Moreover any flying save results in diminished strength and there is a risk ofinjury.Low shots between the goalkeeper’s legs should be defended by twisting the shinoutwards and bringing the heels together by bending knees and putting the balldown. If the shot between the goalkeeper’s legs is being executed at the momentwhen the goalkeeper has already performed the lunge sideways and has loweredhis/her position, one should stop the ball with both hands and fingers facingdownwards.One should not react too early to the shooting player’s feints and movements, so asto be able to react fast enough to the changing direction of the shot. A goalkeeper

should react in the very moment, when the ball is being released. In some situations,the shots are being defended with the goalkeeper’s trunk, so he/she should wearproper protective equipment.

λ Grip and PassA goalkeeper always tries to catch the ball with both hands or to put it down, becausein this way he/she can start the fast attack. However this form of defence should notbe emphasized while defending very strong or surprise shots, because one caneasily fail.Effective fast attack can be initiated after precise and immediate passing of the ballforwards to a distance of 20 - 30 m. Thus, during goalkeeper training, a lot of timeshould be spent on learning the said technical element regarding the two forms ofpassing the ball for fast attack.The first form involves a goalkeeper throwing the ball strongly at first to the wingswho are at a safe distance from the withdrawing defenders. In another form, agoalkeeper lobs the ball high so that it can drop down exactly. The latter form ismainly performed to the player who is running in the middle of the court when,between the goalkeeper and the running player, there is a player who wants tointercept the ball.In both these cases timing the thrown ball to the speed of a player who begins a fastattack is a vital element. A goalkeeper passes the ball immediately, or after runningto the goal line, watching - at the same time - the court, in order to judge to which ofthe fellow players the ball should be passed. If the opposite team’s goalkeeper hasrun forward to steal the ball, the goalkeeper can directly throw the ball into theopposite team’s goal in an attempt to score.In a situation, when the pass to initiating fast attack may result in losing the ball, thegoalkeeper should not attempt it and pass the ball to one of the nearest fellowplayers.

3.Physical ConditioningThe goalkeeper’s physical conditioning should consist of flexibility exercises(bending, twisting, swinging, lunges and so on), strength-jump exercises, speed andacrobatic exercises (forward and backward somersaults, jumps over obstacles,etc).Proper training and the knowledge of various exercises will develop thegoalkeeper’s motoric skills.

1. Exercises for increasing the range of joints movements:

µ arms circulation,µ legs swinging, sideways, backwards and forwards,µ trunk circulation, bends and trunk twisting.

2. Fast stand-ups from a sitting position and prone and supine positions.3. Fast change from supine into prone position.4. Running forwards, every few steps fall prone onto hands, quick stand-up

and vertical jump.5. Forward and backward somersaults.6. Squat while running, vertical jump and arms sideways.7. One-leg skipping, swinging another leg in different directions.8. At wall-bars legs swinging - backwards, sideways.9. Both feet skipping, vertical jump, legs askew, back to initial position.

10. From supporting (with hands) squat sideways kicks in fast tempo.11. Loose running, jump onto both feet - astride, sideways trunk leaning touching the

ground with a hand.12. Vertical jump, then (on signal) assuming half-splits.13. Forward somersault, assuming half-splits, back to the squatting position,

backward somersault and assuming half-splits with another leg.14. From standing position forward somersault, then vertical jump, sideway swinging

of lower limbs - hands touch feet.15. Standing in the goal, right leg swings and touches the right corner and beginning

with left leg assuming half-splits towards the left goal-post. (Fig. 24)16. In squatting position, moving to the right, left, then vertical jump, legs astride,

fingers touch the foot, back to starting position.17. Hurdle sit, dynamic twist-bends.18. From position on the goal line, quickly standing up, touching upper left goal

corner, then right and back to the prone position.19. Drawing, step in squatting position, 3m to the right and left.20. While running forwards, assuming the goalkeeper posture, and on signal - half

splits to the right, left, jumps to the balls right, left.

Fig. 24

The following exercises are performed on the ground using balls:

1. Forward somersault on the mat, after which a goalkeeper receives the ball fromthe coach, then passes it back. The same exercise is performed after backwardsomersault.

2. The same exercise, but the ball is passed sideways. A goalkeeper stops the ballwith a foot performing half-splits.

3. The same exercise, but the ball is passed higher. A goalkeeper stops it with a hand.

4. The position as for push-ups, defending a low ball from left or right side. Back to the position (Fig. 25).

5. Prone position on the bench, which is at an oblique angle (the goalkeeper’s feet fixed under the wall-bars),thecoach throws 6 - 8 balls to be defended with hands.

6. Kneeling position, arms sideways, defending low shots(Fig. 26)

7. In supine position, body supported on both hands, defending a half-upper shot from the right side with the left hand, and vice versa.

8. Marching in a kneeling position supported by the hands, defending shots withinarm and leg range.

9. Marching in a squatting position, defending low shots with legs.10. Jumps in a squatting position. The coach throws the ball low or high. Defending

with a leg or jump-up.

Fig. 25

Fig. 26

4.The Game TacticsA high level of handball requires top physical fitness and skill from the goalkeeper aswell as a knowledge of the game tactics in the goal. The rules are as follows:

µ a goalkeeper must watch the gameµ a goalkeeper must carefully watch the opposite team players and the

whole gameµ one must not react to fakesµ a goalkeeper should take such a position so as to diminish the angle of

shooting

The goalkeeper’s playing tactics are divided into:

µ Taking a Position During the Gameµ Defending in the Situation “tête-à-tête”µ Taking a Position While Defending free shotsµ taking a position while defending penalty shotsµ taking part in defence before a fast attackµ co-operation with defence formation during the opposing team’s tactical attack

µ changing the goalkeeper

λ The Goalkeeper’s Position During the GameA goalkeeper changes his/her position in front of a goal in response to the position ofthe player with the ball, in this way he/she is always facing the approaching ball.When changing his position, he/she must move along a semicircular line, the centreof which is about one metre from the goal line (the goal).A goalkeeper must always be on the move. From his/her position in front of the goal,he/she moves towards that goalpost, which is closest to the so called „short corner ofthe goal“ - the path of the ball is shorter to that corner.A goalkeeper stands close to the goalpost (touching it with his/her body) whileshooting is performed at a very sharp angle. A goalkeeper always knows whatdistance he/she is from the goalpost and the goal line. This is not easy, becausehe/she must always watch the ball. Touching the posts with his/her hands can beuseful in controlling the distance.While fellow players are performing group tactical attack, the goalkeeper usuallymoves in front of the goal area, or sometimes stands at the free shot line, or even infront of it. Such a position can prevent a fast attack from the opponent by moving outand intercepting the ball.While defending the goal, a goalkeeper should adjust his/her position in the goal.This is very important when shots are performed by centre players. When the shotsare executed from those positions, a defender often screens the “short corner”, sothe goalkeeper must protect the “long corner”.

λ Defending in the “tête-a-tête” SituationIn the situation “tête-a-tête“ a goalkeeper can defend using the so called: “runforward defence”. The run forward should be performed at the moment that theshooting player finishes the hand movement with the ball. That form of defencediminishes “the goal clearance” and in such a situation the attacker must change thedirection of the shot, but in many cases it is too late. A goalkeeper should not runforwards when the attacker is swinging the hand with the ball. The goalkeeper, beingon the move, does not have enough time to react properly and the attacker can lobthe ball or shoot precisely into the goal. A properly timed run forward may result inthe ball missing the goal or hitting the goalkeeper. Most often committed mistakes bythe goalkeeper:

µ running too far forwards, a lob can be executedµ when an opponent shoots from wings, a goalkeeper

leaves the “short corner” too earlyµ premature reaction to the player’s feintµ lifting the leg too early, while defending low shots

Taking a position while defending free and penalty shots, prior to and during the shot,a goalkeeper must be calm and concentrated on this task. While defending a penaltyshot, the goalkeeper should turn his/her knowledge of his/her opponent to hisadvantage. The goalkeeper can execute various forms of defending. He/she canmove forwards, diminishing “the goal clearance”. The distance depends on thegoalkeeper’s body height. The move forward ought to be taken in the final phase ofthe shot or just before the shot. The goalkeeper can also defend standing just in frontof the goal or moving to one of the goalpost. He/she can also lower his/her position,

provoking the opponent to shoot into the upper part of the goal. When the free shot isexecuted, the goalkeeper must adjust his/her position to the defenders who perform“the wall” and they must protect one of the corners.TEACHING OF THE GOALKEEPER’S GAME

General and special physical conditioning are the basis of which technical skill can betaught. Any technical element can be taught by means of various exercises.

1.Posture and Footwork1. A goalkeeper assumes a proper posture from various positions (from lying

position, sitting and kneeling) and after performing some exercises (after forward or backward somersaults).

2. A goalkeeper starts from the standing position, runs a few steps, stops (on signal) and assumes proper position .

3. Two players take the position of wings close to the goal area, they pass the ball to each other. A goalkeeper changes his/her position and posture in relationship to the moving ball.

4. From the goalkeeper’s posture, moving left or right to the distance of 3 m, using a drawing step.

5. The coach walks along the goal area line from one corner to the other one. The goalkeeper follows his progress. The coach controls the goalkeeper’s leg and hand position in the goal.

6. Three players stand in front of the goal area and they pass the ball. The goalkeeper changes his/her position and posture in relationship to the moving ball.(Fig. 27).

7. The same as 6, but there are five players in front of the goal area (two wings and three centres) (Fig. 28).

Fig. 27 Fig. 28

2.Defending With Legs and Hands1. One foot skipping, swinging another leg in different directions (and vice versa).2. Sideward and backward leg swings at the wall-bars.3. Two feet skipping, jump-up, legs astride.4. From supported squatting position legs kick sideways.5. Slow run, fast bending to left and right legs (on signal).6. Supine position and trunk twisting.

7. Slow two feet jumps, on signal, assuming half splits.8. One foot skipping, turning left and right. On signal assuming half splits to the right

or left.9. From sitting position, on signal changing to kneeling and then to half splits right or

left.10. From sitting position, on signal changing to standing position, then three jump-

ups with legs astride sideways.11. In the goal, touching the upper goal corner (right), and left leg half splits towards

the left goalpost.12. From lying position on the goal line, changing quickly to standing position,

touching the upper left goal corner, then the right and back to the initial position.13. From initial position, on signal, the goalkeeper takes a step to the left or right,

swinging one hand upwards.14. As in 13, on signal, the goalkeeper performs a long lunge to the left or right, with

the help of his hands.15. The goalkeeper is in the goal and a coach in the middle of the goal area. The

goalkeeper reacts to the coach’s movements, who indicates from which position a shot will be executed. The goalkeeper reacts on signal as if reacting on a shot.

16. As in 15, but the goalkeeper stands close to the goalpost, and the coach in the position of a wing.

17. A position as for a push-up exercise in the middle of the goal line, defending a low shot directed into the left or right corner, then back to the initial position.

18. Prone position on the oblique bench (feet fixed under the wall-bars), the coach throws 6 - 8 balls to be defended with the hands.

19. Sideward lying position on the Swedish box, hands holding the wall-bars, balls defended with legs. The balls to be thrown within the range of legs.

20. Half squatting position with the back to the wall-bars, hands holding the wall-bars at the shoulder level. Defending low shots with legs.

21. From the standing position vertical jump up, legs astride, defending with left or right leg.

22. Forward somersault from standing position and defending in half splits, a ball thrown into the goal’s right corner.

23. As in 22, but to the goal’s left corner.24. As in 22, 23, but into the right, then into the left goal corner.25. The coach in the position of a wing player and the goalkeeper at the goalpost

closer to the coach. On signal the goalkeeper alternately performs either an outerleg lunge helping with his/her hand (as if shooting into low long corner) or lifts his/her hand obliquely up and takes a sideward step (as if shooting into upper long corner).

26. The goalkeeper stands at the closer goalpost. The coach in the position of awing player executes 5 shots into the further low goal corner.27. As in 26, but shots are executed into the further upper goal corner.28. As in 26,27, but shots are alternately executed into upper or low corners.29. The goalkeeper in the squatting position, closer to the left goalpost. The coach

executes 5 low shots into the right goal corner. The goalkeeper defends in half splits helping with his/her right hand.

30. As in 29, but into the left goal corner.31. As in 29, 30, but shots are sent alternately to the right, then left goal corner.32. As in 31, but the coach executes a bounce shot. The goalkeeper defends with the

help of his/her hands.

33. The coach stands at the penalty shot line and executes strong shots into the low goal corners (alternately).

34. As in 33, but the coach shoots into the upper goal corner.35. As in 34, but the coach shoots into the lower corner.36. The players are arranged in two lines at the side centre positions, they alternately

execute any shots. The goalkeeper defends changing his/her position.37. The coach, standing at the penalty shot line, passes the ball to the wing player.

They execute the vertical jump shots, and the goalkeeper moves from the middle of the goal to the shorter goal corner and defends the goal.

38. The players with balls are arranged every 2m along the whole goal area line at the free shot line. They alternately execute shots. The goalkeeper quickly changes his/her position and assumes proper posture, depending on the positionfrom which a shot is being executed.

39. The players are arranged in two lines at the wing positions. They alternately execute vertical jump shots. The goalkeeper defends the goal, quickly changing his position.

40. The players are arranged at the left centre position, alternately execute shots intoany areas of the goal.

41. As in 40, but at the centre position.42. As in 41, but at the centre right position.43. The players are arranged at their positions for a 2:1:3 formation. On signal, they

alternately execute shots. Different order can be used.44. Six players arranged in a 2:1:3 formation. They play (no defence) and they

execute shots from time to time.

3.Passing to Initiate Fast AttackA successful start of the fast attack depends on the goalkeeper’s fast throw. Thecorrect decision of the goalkeeper and a precise pass of the ball are vital elementsfor a successful fast attack.1. Passing the ball into particular areas of the court. The goalkeeper performs 10

passes beyond the court centre line trying to hit the marked circles.2. As in 1, but this time he/she passes the ball to the players who are arranged

beyond the centre line.3. The goalkeeper stands at the goalpost where there is a ball on the ground, on

signal he/she runs to the opposite goalpost, runs back, picks up the ball and passes it to the approaching wing player.

4. The coach who is in front of the goal area executes a shot into the goal. The goalkeeper, after defending, runs to the ball which is on the ground at the goal area line, picks it up and passes to the approaching player.

5. The goalkeeper precisely passes the ball just beyond the centre line.6. Two wing players and a defender (who tries to intercept the passed ball). The

goalkeeper, depending on the situation, passes the ball either to the left or to the right.

4.Speed of ReactionReflex is mainly conditioned by genetic material, but it is possible to improve it bytraining and performing proper exercises.1. The goalkeeper faces the wall, about 2m in front of it. The coach stands behind

him/her and throws the ball in such a way that it rebounds at different levels. The goalkeeper tries to stop it with legs or hands.

2. As in 1, but the goalkeeper stands with his/her back to the wall, as soon as a throwhas been executed, the goalkeeper turns round (to face the wall) and tries to stop the ball.

3. The goalkeeper stands in his/her goal with his/her back to the court. The coach , on signal, throws the ball towards the goal. The goalkeeper, on hearing the signal, immediately turns round and tries to stop the ball.

4. The goalkeeper’s position is the same as in 3. Three players stand in different positions in front of the goal area. Each of them has a ball. On signal the goalkeeper turns round, and one of the players (the coach says who) executes a shot towards the goal.

5. The goalkeeper bounces the ball hard at the wall (at the distance of 6m from the wall). After performing a 360° turn he/she tries to catch or hit it.

6. The goalkeeper stands with his/her back to the wall. The coach bounces the ball higher or lower. After each throw the goalkeeper turns round and tries to stop the ball with his/her hands or legs.

7. The goalkeeper stands 5 - 6m behind 2 or 3 players who are standing close to each other. The coach stands on the other side of the players and throws the ballsaround to players. The goalkeeper tries to catch or hit the balls. The goalkeeper cannot see the coach, so he/she does not know from which side the throw will be executed.

8. Four goalkeepers stand in a square-like shape. The distances between them are 2-3 m. Each of them holds a ball at the hip level. On signal they simultaneously drop the balls and change their positions, e.g. to the right, trying to catch the ball dropped by a fellow. The same exercises can be performed in another way with the goalkeepers, after dropping the balls, perform splits and attempt to put the fellow’s ball down.

9. Two goalkeepers face each other. One of them stands in the goal, another at a distance of 3-4 steps from his mate. Both have balls. The goalkeeper in the goal throws the ball up to the cross-bar level. In this instant he gets the ball from the other goalkeeper. He promptly passes the ball back, then tries to catch the ball which has been thrown up before it touches the ground.

10. A goalkeeper stands in the goal with his back to the court. Three players are running in front of the goal area. On signal, the goalkeeper turns round, a coach throws the ball to him, the goalkeeper catches it and must promptly pass the ball to the player who has already been pointed out.

11. A goalkeeper stands in the goal. There are three players in the centre positions, each of them has a ball. On signal, they all run up to the goal swinging arms to throw but, as has earlier been fixed, only one of them executes a shot. Then, the other 3 players perform the said task. A change of the goalkeeper. In this exercise a high intensity of shots must be maintained. Various shots can be executed.

5. TACTICAL MEANS

Handball training consists of three interconnecting spheres:

µ development of movement abilities - physical conditionµ practice of playing activities - techniqueµ improvement of playing skills - tactics

Tactics is defined as the choice of the most useful and the most effective action in thegiven concrete situation. The higher the level of physical condition and the greater

the repertoire of technical skills, the more useful and more successful the tactics ofaction can be.

INDIVIDUAL TACTICAL METHODS

What kind of opponent do I face? Is it better to pass or to move into a free spaceround him? To the right or to the left? Shall I feint? I have moved into free space andI can shoot. What kind of shot shall I choose? Where to direct the ball? The topplayers have highly automated this process of decision making. This stage is,however, preceded by a long-term process of learning, trials and errors andsuccesses -all during the training process and in matches. In the followingparagraphs we will focus on some practical advice for the individual action of players.

1. Always to Be Held True:µ Respect the rules of the game!µ Respect your opponents and behave towards them in the same manner they

should behave towards you!

2. For the Players in Attack:µ You must get perfectly familiar with the ball!µ You must take on the ball and manage it

as if it were an integral part of your body!µ An advantageous position is one where you can receive the pass or where

you are a threat to the opponents’ goal. If you are in such a good position, keep it. If you lose it, try to find a new one!

µ Permanently improve “leg work”, sudden accelerations and sudden changes of direction of movement!

µ When moving into a free space with the ball at first use the possibility of steps and only afterwards try dribbling!

µ When dribbling watch what happens around you!µ Learn to move into the free space round a defender in various ways and from

various directions!µ When you are close to the opponent, dribble or hold the ball in the furthest

hand - your body should be between the ball and the defender!µ If possible, catch the ball with both hands!µ Learn to catch and to pass the ball in every situation, from and to every

direction and in various ways!µ Try to be always in motion!µ Learn to pass by using the weaker hand over shorter distances!µ Pass along the shortest trajectory to the height of your fellow-player’s chest! If

there is a defender, use a bounce pass or a bow-shaped pass!µ Give preference to a pass to a better positioned fellow-player to your own

movement into a free space!µ Don’t pass to the fellow-player who isn’t watching you or isn’t expecting your

pass!µ Try to learn at least two ways of shooting from each part of the shooting area!µ In a match only shoot when you can achieve a goal!µ Try to surprise the defender and the goalkeeper both by the way in which you

shoot and from which direction!

µ Permanently watch the goalkeeper! In the final phase of your shot direct the ball according to the goalkeeper’s movement!

µ Shots thrown against the movement of the goalkeeper, shots thrown downwards (goalkeeper’s legs are slower then his/her arms) and hitting shots are the most effective!

3. For the Players in Defence:µ React to the playing situations, but also try to influence them actively in a

positive way by anticipating!µ Change your defending position and posture according to both the opponent

and the ball!µ Move between your own goal and the opponent you are to guard! The

opponent must not get closer to your goal than you!µ Provoke opponents to make mistakes!µ If the opponent doesn’t hold the ball firmly, steal it!µ Try to catch the opponent’s long and slow passes!µ When the opponent is dribbling, try to hit his ball after the bounce, at the

moment when the ball moves up!µ Block the shot with both arms, if possible! Don’t be afraid of the ball, don’t

dodge, don’t close your eyes!

4.For the Goalkeepers:µ Create “a feeling for the goal” and of the correct position and posture for every

situation!µ Concentrate merely on the ball!µ With long distance shots rely on your reaction!µ Don’t be afraid of short distance shots, run against them or confuse the

shooter by faking!µ Don’t show your fear to the opponent!µ After catching or volleying the ball give it back to the field as quickly as

possible!µ During your own attack run away from the goal area to the field!

5.In Conclusion for All:µ Evoke a feeling of uncertainty for the opponent! Therefore try to perform as

wide a range of activities and faking as possible!µ Change the method of activities and faking!µ Create your own personal style!µ If you are not successful, seek the reasons!µ If you are successful, don’t get complacent, you must go on learning!

GROUP AND TEAM TACTICAL METHODS

Very rarely a player acts completely individually, for example at penalty shooting or atindividual fast break of one player against the goalkeeper. Mostly the action of oneplayer is integrally bound to the action of fellow-players. The co-operation of a groupof players is usually called a playing combination, the co-operation of the wholeteam a playing system.

The playing system determines the functions, tasks, starting positions and theoperating area of all players. The more perfect the playing system, the smaller thechance of misunderstanding amongst the players. In common playing situations eachplayer should know exactly what, when and how he/she should perform. Within therules of action accepted by the team there should remain a certain space forindividual creative solutions of unusual situations. The choice of playing systems bothin training and in matches depends on:

µ qualification and level of players, mainly the key onesµ opponents’ playing systemsµ development of the match

Consequently every team should master several attack and defence systems, whichthey should be able to use favourably and change quickly according to the situation.The ability to change quickly and fluently from an attack to a defence system and viceversa is also very important.

1.Basis of Co-operation in Attack and DefenceThe co-ordinated action of two players creates the elements of co-operation. Morecomplicated structures can be developed by putting together the following elements.

λ The elements of co-operation in attack can be combinations based on:Passing: the task is to pass the ball to a better positioned fellow-player (Diagram1).

Diagram1

Changing positions (most often in the form of crossing): the task is to damage theco-operation of the defenders by changing the attack area ( Diagram 2).

Diagram2

Screening: the task is to stop a defender from moving in a certain direction(Diagram 3).

Diagram3

λ The elements of co-operation in defence can be combinations based on:Ensuring: the task is to strengthen the defence where the ball is (Diagram 4).

Diagram4

Taking over: the task is to change the attackers being guarded without changingthe defended areas (Diagram 5).

Diagram5

Sliding through: the task is to exchange defended areas while guarding the sameattackers (Diagram 6).

Diagram6

2. Transition to Attack In the following paragraphs we will only deal with the fast transition from defence toattack, i.e. fast attack. We will distinguish the first wave fast attack from that of thesecond wave.

λ The first wave attackThe target of the first wave attack is to get to a shooting position before the opponentmanages to return. The first wave includes the players who rush forth from thedefensive position at the moment of the shot or when their team regains the ball.Most often these are the side or forward defenders.The fast attack is initiated most frequently by the goalkeeper or occasionally by oneof the field players. He/she passes to the attacker who is not guarded and is closestto the opponent’s goal. The first wave attackers free themselves as quickly aspossible, carefully watching the ball and if the opponent gains the ball, theyimmediately return to a defensive position.

The following principles for movement and passing are to be kept:

1. Move into free space as fast as possible and fake the shortest route. If you areguarded by a defender, try to get rid of him.2.Keep enough distance between yourself and a fellow player, so that you can safelypass to each other but that both of you cannot be guarded by a defender.3. “Crossing” is useful only in the situations 2 against 2 or 3 against 3, it is notsuitable in the situations 2 against 1, 3 against 2 or 3 against 1.4. Free yourself if you are not guarded and you are the nearest player to theopponent’s goal or if you can’t pass.5. Pass if your fellow-player is in a better position than you are.6. If you get into the shooting area, still catch the ball before the free throw line andshoot after 2 or 3 steps, preferably by jumping.

λ The second waveIf the players of the first wave are not able to finish their attack by shooting, they passto the players of the second wave, i.e. to the other fellow players. The tasks of thesecond wave:

1. After losing the ball secure the area in front of your own goal,2. Be ready to catch the pass from the goalkeeper if he/she is not able to pass afurther distance or to the first wave players,3. Finish the fast attack with a shot if the first wave does not succeed.

So that all tasks can be fulfilled, the transition of the attackers of the 2nd wave israther slower in the beginning, being 10m - 15m behind the 1st wave. The 1st wavetries to engage the defenders and if they succeed and some of the 2nd waveattackers move freely into the shooting area, then they pass to them. When the fastattack cannot be finished by a shot, it changes to set attack. We start by practisingthe easiest situations, i.e. with a lower number of attackers and without defenders.We make the exercises more difficult by introducing various ways of beginning theattack (from the goal area or from the field, passing player is free or guarded etc.),with a variation of attacks in the centre of the field (various distances and severalpositions, various directions of movement, various numbers of defenders) andvarying the finish of attacks (shooting in different ways and from different areas,

changes in activities of goalkeepers and defenders). We also practise exerciseswhere the players must return to their own goal and fulfil defensive tasks as quicklyas possible after finishing an attack.

3.Transition to Defence The organization of a fast return from attack to defence is the most difficult. Afterlosing the ball the defenders, as the attacking players of the opponent, form into twowaves.

λ The task of 1st wave defenders...is to guard the attackers of the 1st wave and to get into position in front of their owngoal earlier than the opponent. In the 1st wave the back court players and the wingsare most often engaged unless they took part in the finishing of a shootingcombination.The situations with numerical equality are advantageous, but the situations withnumerical superiority are even more advantageous. The defenders should apply thefollowing principles:

1. Anticipating the finishing your own attack and be ready to return to defence.2. After losing the ball immediately get into a defensive position, return more quicklythan the attacker, don’t allow him to control the first long pass.3. If you are close to the attacker with the ball, guard him closely and press him intoa less advantageous space, disturb or make his further activities impossible.4. If you are not guarding any attacker, then guard the most endangered area (mostoften between the ball and your own goal).5. If the attacker moves into a free space near to your fellow player and becomesmore dangerous than the attacker whom you guard, then help your fellow player.6. If your attacker moves into a free space and your fellow player helps, then youtake over his role.

λ The most important tasks of the 2nd wave defenders are:

1. Make it difficult or impossible for the attack to be mobilized from the opponent’s goal area.

2. Return to your goal as quickly as possible and disturb the attack of the 2nd wave.3. Finish the organization of the defence in the space in front of your goal area.

These tasks are fulfilled by the pivot and other one or two players, who have finishedtheir own attack. If they are near the player with the ball, they guard him closely. Alsothe goalkeeper who throws the ball or throws it out from the goal area must beguarded. In returning to defensive positions the players must follow principles similarto those of the 1st wave. Positioned at the free throw line they make shooting from a2nd wave attack difficult. They then organize themselves, together with thedefenders of the 1st wave, into the chosen defence system. Practising defenceagainst a fast attack involves exercises similar to those used to practise fast attack.This should, nevertheless, be preceded by exercises practising the method and theorganization of returning, without the ball.

4.Attacking Systems

λ Attacking Systems against Man-to-man Defence

In these systems there are no differences between the work of back court player,pivot and wing. Attack can be realized in various ways, for example:

1. The attackers separate further from each other and try to individually move into free space towards the opponent’s goal to catch the ball.

2.The attackers move as closely as possible to the opponent’s goal area and use thenaturally arisen screens for moving into free space. This is very demanding on orientation and accuracy of movement in a rather small and crowded space.

3. The attackers move to the side lines, for example 3 to the left side and 3 to the right side and the goalkeeper, running into the free space in the middle of the field,creates numerical superiority.

λ Attacking Systems against Zone and Combined DefenceWhen using this system the attackers play the roles of back court players, pivots andwings. In the systems against combined defence there is also the role for a man-to-man defended attacker (who can play in any of the attacking areas). The most often used system is that with one pivot (Diagram 7).More advanced teams also use the system with two pivots (Diagram 8).

Diagram 7 Diagram 8

λ Attacking Systems in Numerical Superiority or InferiorityIn numerical superiority the systems with one or two pivots are used most often, innumerical inferiority the system without pivot, with one pivot or against man-to-mandefence.In numerical superiority the teams usually have enough time to prepare a goodsituation for shooting. A well practised shooting combination finished from the pivot’sspace is usually preferred. Numerical superiority must not decrease the effort andresponsibility of the attacker.In numerical inferiority the teams try to keep the ball in their control until the returnof the excluded player. The activity of the team must not lose its attacking character,so as not to give the referee a reason for taking the ball away from them, because ofpassivity. Only shoot from an extraordinarily advantageous position! Even innumerical inferiority it is possible to score (the opponent underestimates us, he takesrisks to get the ball

as soon as possible etc.).

5.Defensive Systems

λ Man-to-man Defensive SystemsMan-to-man defence can be played throughout the field, in the own defensive half ofthe field or only in front of the own goal area.Man-to-man defence throughout the field demands that each player guards theclosest opponent immediately after the loss of the ball. Disturbing an opponent’sattack from the very beginning is an advantage. The disadvantage is the possibilitythat weaker defenders must cover stronger attackers and vice versa. If this occurs itis necessary to make a “redistribution of attackers” during the next break in the game. If each attacker is to be guarded by the same defender all the time, then alldefenders must return towards their goal. In a chosen area, for example at the middleline or at the free throw line they expect the opponents and guard them. These systems do not demand so much cooperation as the systems presented later.Man-to-man defence is advantageous in the match against a weaker opponent or inthat part of the match, when we want to surprise the opponent or to reverse anunfavourable development of the match.

λ Zone Defensive SystemsWe name these systems according to the basic position of the defenders. If alldefenders have their positions at the goal area line, then it is the defensive system6:0 (Diagram 9).

Diagram 9

According to the method of guarding the opponent various variations of the systemcan be created:

1. All defenders approach the opponent with the ball.2. Only some defenders approach, mostly the central ones (sometimes

only the side ones).3. Defenders do not approach.

The advantage of the system 6:0 is that it is relatively easy to practise (the positionsof all players in one line facilitates cooperation) and protects the space in front of thegoal area.The system is useful against a team with weaker shooters from the backcourt players’ area or when the wings and pivot are strong players. The disadvantage

is the lack of possibilities to disturb preparatory combinations and the lack ofpossibilities to closely guard the attackers shooting from a long distance. By shiftingsome defenders forwards from their initial position (approx. 8 - 12m from their owngoal) we can create other forms of zone defensive systems: the most frequently usedare 5:1, 4:2 or 3:2:1 (Diagram 10).

Diagram 10

For example in the system 5:1 the forward defender can fulfil the following tasks:

1. Guards the central back court players’ space and controls the activities in the left and right back court players’ space.

2. Is responsible for the entire space of back court players, he moves preferably in the area where the ball is.

3. Guards the space of the back court player who is nearest to the ball to prevent him from taking the pass.

The advantage of the systems with forward defenders is the disturbance ofpreparatory combinations and the close guarding of shooters from longer distances.The greater the number of forward defenders and the greater the space they defend,the better these tasks can be fulfilled. The disadvantage of these systems is a moredifficult communication among the defenders from various lines and the smallnumber of defenders near the goal area.

λ Combined Defensive SystemsIn these systems the elements of man-to-man and zone defence are combined -some players fulfil the tasks of man-to-man defence and some the tasks of zonedefence. The most frequently used system is the system 5:0+1.One defender practises man-to-man defence, the others practise the zone system.This system is useful against the team with an exceptionally good player (mostly theshooter, but it may also be the starting player). The pivot can sometimes be defendedusing the man-to-man method, in this case the other defenders form the basicdefence, being a few meters further away from the goal line (system 1+0:5).During the practice of the zone and combined defensive systems we concentrateprimarily on the three following spheres:

1. Taking up positions typical for the chosen system as well as for the transition from attack to defence,

2. The movement of defenders while guarding attackers in their own space with and without the ball , with a strengthening defence towards the ball,

3. Cooperation of defenders against an exchange of the positions of attackers.

At first practise in couples or groups of three defenders, later with all six players. Therole of the attackers must be included. At the beginning of the practice the attackersmust carry out set sequences of attack. During further practice the attackers are ableto gradually play more freely.

λ Defensive Systems in Numerical Inferiority or Numerical SuperiorityIn numerical inferiority zone defence, the system 5:0, is nearly always pursued.This way the space in front of the goal area is sufficiently covered. The defenders tryto eliminate the opponent’s numerical superiority close to the ball as much aspossible by permanently moving towards the side lines. Suddenly and for a shortperiod the team can change the system, for example into 4:1 or 4:0+1, in order tosurprise the opponent, to disturb or to interrupt their intended combination.In numerical superiority the zone defensive systems with forward defenders andcombined defensive systems, for example 5:1, 5:0+1 or 1:0+5, are preferred. In thesystem 1:0+5 five defenders carry out man-to-man defence and the sixth onedefends the space between the ball and his own goal. If the opponent is weaker orthe development of the match makes it necessary to take a risk, it is possible todefend with only five players (zone or man-to-man). The sixth one waits somewhereat the middle line to catch the ball in case of the defending team gaining the ball.When two opponents are excluded, the system 4:0+2 (4 zone and 2 man-to-mandefending players) is also used.

6.An Example for the Practice of a Playing System

As an example for the practice of a playing system we choose the presentation of apossible methodical process for the practice and improvement of attacking systemswith one pivot. The aim of the practice is to enable the set up of an attacking systemin a match, using a methodical process involving the following four steps:

λ Taking basic attacking positionλ Moving into free space and passing without changing positionsλ Moving into free space and passing with a change of positionsλ Involvement in chosen shooting combinations

Some principal instructions are also included:µ When your team gains the ball, get as quickly as possible into the basic

position of the chosen attacking system!µ Return to this basic position after each action!µ If your fellow player runs into your playing area, then move to some other

area!µ Permanently watch the ball and also the opponent’s goal! (excepting pivots)

λ Step One: Taking up the Basic Attacking PositionExercise 1: Players move and practise according to the instructions and signals of the coach. Each player plays a certainattacking role. Consequently on a certain signal (command, etc.) the players taketheir basic attacking positions.

Exercise 2: Similar to Exercise 1, but the players are in couples. The couples movefreely throughout the field. One player always plays the role of the leader, the othersimulates his movements. After an agreed signal (whistle, throwing the ball up by thecoach, etc.) all players take up their basic attacking positions as quickly as possible.

Exercise 3: The same as the previous exercise, but each player has a ball. The“leader” chooses various ways of moving into free space and practises with the ball.

Note: Various suitable exercises for the simulation of the leader’s movements (coachor fellow player), for example various forms of running, stretching etc., can beincluded in the warming up.

λ Step Two: Moving into Free Space and Passing without Changing PositionsExercise 4 (Diagram 1): Players are in their basic positions in the attacking systemwith a pivot. Three attacking roles create a triangle.

Diagram 1

In this case there are the following formations:LW (left wing) - LB (left back court player) - CB (central back court player) and PI(pivot) - RB (right back court player) - RW (right wing). Each group has one ball whichthe players pass to each other to the right (for the right handed players, who makeso called “unfinished” passes), to the left (for the right handed players so called“overdrawn” passes), freely. After managing the exercises with one ball we can addanother one. This exercise is followed up with normal passes in the triangle, but inthis case the players have to adapt to the playing space and the specific demands onthe respective roles.

Notes (valid also for the next exercise):By using both goal areas, and when each role is doubled or tripled, we cansimultaneously engage all players present.We see to it that the players catch and pass while moving. That means that theplayers have to move into free space even before catching the ball.After passing the players return to their initial position by running backwards in orderto continue watching the ball.It is useful to mark the initial position or, if need be, the trajectory of movement with acone, small circle, chalk or sticking stripe (in the hall) or with lime or a piece of rope,etc. outdoors.

Exercise 5 (Diagram 2): The ball is played in direction LW - LB - PI - RB - RW - CB -LW and so on. The direction of the movement of the ball and the number of balls (upto three) can be changed.

Diagram 2

Exercise 6 (Diagram 3): The order of passes is LW - LB - CB - RB - RW - PI - LWand so on. Back court players fake shooting before passing, at the beginning fromthe ground, later while jumping. After passing in both directions is mastered, we canadd a second ball.

Diagram 3

Exercise 7 (Diagrams 4, 5): The roles of wings and pivot are always occupied by oneplayer, the roles of back court players are doubled (tripled). The ball is played in theorder LW - LB - CB - RB - PI - RW (Diagram 4) and back RW - RB - CB - LB - PI - LW (Diagram 5) etc.

Diagram 4 Diagram 5

Note: In the simplified form we can repeatedly carry out the exercises from one side.For example in Diagram 4. RW will not pass to RB, but to the goalkeeper, thegoalkeeper to LW and he then starts another exercise.

λ Step Three: Moving into Free Space and Passing with Changing PositionsExercise 8: This exercise can follow up exercise 3. After taking the basic positionsthe players dribble on the spot. After a certain signal they leave the ball on theground and run to other free balls:

µ to any ballµ not to the nearest one

In the new position the players pick the ball up, dribble on the spot, etc.

Exercise 9 (Diagrams 3, 6 and 7): The ball is played in the same way as in exercise6 (Diagram 3), but the players take new positions, after they have passed. Theexchange of positions can occur between two roles, e.g. LB with LW, CB with PI, RBwith RW or LB with RW, CB with PI, RB with LW (Diagram 6) or between three roles,e.g. LB - RB - PI and CB - RW - LW (Diagram 7) or LB - RB - LW and CB - RW - PI.

Diagram 6 Diagram 7

Exercise 10 (Diagrams 8 and 6): Three balls are used. The following pairs inattacking positions pass between each other: LB with LW, CB with RB, Pi with RW.The players change their positions according to Diagram 6 in the following ways:1. each time after passing2. after every second pass3. after the signal ( in this case all players change their positions at the same time,those having the ball dribble to the new position).

Diagram 8

Note: It is easy to imagine the previously presented exercises of step 3, being initiallyperformed in a simplified form in a circle, where the respective players are not boundto certain attacking roles. For example exercise 10 could precede the exercise fromDiagram 9.

Diagram 9

Exercise 11 (Diagram 10): LW passes to LB and runs into the space of PI ( PI runsto the role of LW at this moment). The ball then is thrown to the opposite wingposition in the following order of passes: LB - CB - RB - LW (now in the role of PI) -RW. From RW the exercise continues in “mirror” form. After passing to RB, RWchanges his position with the “new” PI(at the very beginning of the exercise he was inthe role of LW) and the ball is further played in the order RB - CB - LB - RW (nowalready in the role of PI) - LW (at the very beginning of the exercise in the role of PI).

Exercise 12 (Diagram 11): LW passes to CB who moves in the direction of the passand forwards the ball to the crossing LB. LB passes to RB, from RB the ball is passedto PI and then to RW. From RW the exercise continues in a „mirrored“ form. Thecrossing back court players mutually change their roles after the action (they queueat the end). The back court player who didn’t cross (he passed to PI) returns quicklyto his initial position (to the head of the row).

Diagram 10 Diagram 11

Note: For ensuring regular circulation of back court players it is necessary to have anodd number of players (three at the best).

Exercise 13 (Diagram 12): In this exercise two previous ones are combined(Diagrams 11 and 12). The ball is played in the order LW - CB - LB - RB - LW (nowalready in the role of PI) - RW and back in a “mirrored” form.

Diagram 12

7. Involvement of Chosen Shooting Combinations

λ Shooting Exercises within an Attacking Systemλ Practise and Improvement of Complex Shooting Combinationsλ Shooting Exercises within the Attacking System

From the open range of possibilities we present only three examples (finishing by ashot from the space of the back court player, wing, pivot), in which the players learn,within a certain system, the co-operation required before shooting and during whichthey change the various attacking roles.Exercise 14 (Diagram 13): From RW the ball is passed in the order: RB - CB - LBwho shoots. After the action the players always queue into the row of that play-er to whom they passed.

Diagram 13

Variants:

1. CB does not move directly towards the goal but diagonally to the left and passeson the cross to LB who then shoots from the central space.2. We add 1 (2) passive defender(s), who tries to block, the shots of the back courtplayers form the position of the goal area line.3. The pivot stands by the defender who cannot only block but also approach the“finishing” back court player. If the defender approaches the back court player, thepivot gets the last pass to shoot.4. In the “finishing” space there are two defenders besides the LB, PI and LW.Defenders arbitrarily guard two of the three mentioned attackers. The attacker who isnot being guarded should get the final pass and shoot. The roles of PI and LW canbe either permanent or, if they receive the pass from LB and shoot, they move to thequeue of RW and their place is taken by the LB who had passed to them.

Exercise 15: The ball is played in the same way as in exercise 7 (Diagram 4).Theplayers with balls are on the left wing, other roles are occupied by players withoutballs. RW, after getting the final pass, finishes by shooting and queues with the ball inthe row of LW. Passing players always procede to that position to which they passed.In the “ mirror” form we can also practise shooting from the space of LW (accordingto Diagram 5).

Exercise 16 (Diagram 14): Structurally this example follows exercise 13. To becarried out alternatively from the left and right. The wings finishing in the space of thepivot pick up the ball and queue in the rows of the opposite wings. To ensure theregular circulation of back court players an odd number of players should be in therole of CB. After a certain time we change the players in the roles of wing and backcourt players.

Diagram 14

λ Practise and Improvement of Complex Shooting CombinationsAs an example we choose complex shooting combinations, which are based on along running in of one of the side back court players (RB or LB) to the space of thepivot. It involves the short-term transition from the attacking formation with one pivotinto the formation with two pivots. This transition has two variations, which are almostthe same in respect to the movement of players, but differ in the order and number ofpasses and also in the key space for finishing the action.In the first variation - Diagram 15 (running in of RB) or Diagram 16 (running in of LB) -the side back court player passes to the closest wing and runs in to the space of thepivot, where he/she screens the central back. The wing attacker has moved into thefree space with the ball and passes to CB who meanwhile has moved to the space ofside back court player, who had left his space. Here comes the first critical moment of

the attacking combination. CB chooses either of the following possibilities: his ownshot (from distance or from jump through), pass to the pivot, who is running over,pass to the wing or pass to another back court player. In this case (pass to anotherback court player) the second critical moment comes up, again with severalpossibilities of choice (shot, jump through, pass to next wing, pass to one of theplayers in the space of the pivot, pass to the distant wing).

Diagram 15 Diagram 16

In the second variation - Diagram 17 (running in of RB) and Diagram 18 (running in ofLB) - the side back court player receives the back pass from the closest wing andsends the ball to the other side back court player. The decision to whom he passescreates the first critical moment of this variation. If he passes to the CB who hasmeanwhile moved to the free space created by the running in of the first side backcourt player, the second critical moment comes up. CB either shoots from a distanceor, after jumping through, passes to the wing or possibly to the other wing, i.e. notonly to the closer wing. A jump shot, best performed after faking a shot or a verydifficult, but surpising pass to the wing in a more distant space, can be carried out,especially if this wing is in his basic position in the far corner of the field.

Diagram 17 Diagram 18

Both variations mutually complement each other and provide the chance to engageall the players in attacking roles. Not only shooting, but also involving creativeabilities of at least two back court players (CB and one of the side ones) are the basicconditions for a successful attack. While in the first variation the final key space isoccupied by a side back court player, who doesn’t run in, in the second variation it isoccupied by the CB. During the practice of the whole complex of shootingcombinations we practise above all specific space coordination, the timing of the

movement of the attackers as well as passes in various forms. The technical aspectof actions is stressed.During improvement the tactical aspect of actions as well as the choice of varioussolutions with regard to topical development of the situation prevail. We presentexamples of exercises for practice and improvement only for the running in of RB.For the running in of LB they would be analogically “mirror-reversed“.

Exercise 17 (Diagram 19): RB passes to RW and runs into the space of the pivot.RW passes to a diagonally running CB, who after faking a shot sends the ball on torunning LB. LB, in a jump, passes to the goalkeeper (assistant) who passes on toanother player from the row of RB. The players from the row of RB remain in thespace of the pivot, until the other RB has run in, and then they move to the end of therow of LB. LBs move to the row of CB after their action, CBs to the row of RB. Thewings and the assistant in the goal area remain in their roles.

Diagram 19

Instructions for players:1. CB and LB fake shooting, first from the ground, later in a jump.2. The pass of CB is a fluent continuation of a shooting fake, with the endeavour to

engage maximum peripheral sight (to decrease the direct watching of fellow players).

3. CB and LB carry out shooting fakes and pass close to the free throw line.4. After passing CB and LB queue to the new position by moving backwards, so that

they can permanently watch the process of the exercise.

Modifications of the Exercise:1. The basic exercise is performed with two balls. The second ball is passed to RW,

approximately at the moment, when LB receives the first ball.2. LB chooses from the passes to the assistant, LW, pivot or RW. The ball must then

reach another player in the queue of RB.3. RB chooses from the passes to LB, pivot, assistant or to LW. The ball is then

passed to the queue of RB.4. We add one, two, three or four passive defenders. Later the defenders can be

“semi-active”.5. The running in RB screens a passive defender and the pivot runs to the right.

Exercise 18 (Diagram 20): The players in the queue of RB have the balls. LB shoots.The players in the roles of RW, PI, and goalkeeper are unchanged. Later we add a

fixed LW. RB moves, after screening, to the queue of LB, CB to the queue of RB andLB to the queue of CB.

Diagram 20

Modifications of the Exercise:1. Three, four or even five defenders, one of them can be in forward position. CB and

LB choose between shooting or passing to one of the free fellow players, who thenshoots.

2. Competitive forms, e.g. to achieve four goals from ten attacking actions.

Methodical Notes:1. At the beginning the players regularly rotate the playing roles. Later we specialize

them in certain attacking roles. At first we practise only one basic procedure of the combination. Then we gradually add other modifications, not too quickly and not too many changes at the same time.

2. At first we organize the activity of the defenders. Gradually we give them free choice of their actions.

Exercise 19 (Diagram 21): The running in RB receives the pass from RW and sendsthe ball on to the LB moving into the free space. LB then passes to CB who parallellymoves into the free space of RB. CB, after a shooting fake, passes to the goalkeeper(to the assistant), who passes to the player in the position of RW. The exerciserepeats in a cyclic way. RB runs into the space of the pivot who moves to the queueof LB, LB moves to the queue of CB and CB to the queue of RB.The instructions for the players are similar to the instructions for exercise 17. PB cansometimes use “one bounce” dribbling while running in. In that case it is useful tohandle the ball with the left hand in order to protect the ball from potential defenderswith the body.

Exercise 20 (Diagram 22): The players in the queue of RB have the balls. CBfinishes the exercise by shooting from the space of RB.

Diagram 21 Diagram 22

8. Concluding NotesThe presented methodical procedure is only one of the possible examples ofprocedures which can be carried out. Depending on time, conditions and the level ofplayers it can be carried out in a shortened or even in an extended version. Someexercises can be repeated more often, some can be skipped.If any exercise is too difficult for a large number of players, then it is necessary tomake it easier (for example by omitting or decreasing the number of circulatingplayers in attacking roles) or to go back to an already managed methodical -organizational form. It is also acceptable to carry out various exercises for differentlevels of groups at each goal area.Nevertheless, we should not approach the practising of attacking systems, before ourplayers have managed basic skills of moving into free space (both with and withoutthe ball) and passing. According to our experience 2 - 4 training lessons are enoughto manage basic skills. The process of improving to a top level will, however, requireat least several years.

Note: Since at the moment there are no commonly valid recommendationsconcerning diagram symbols used in handball literature, the diagrams in thispublication are authentic subject to the authors’ usage in their countries.